Making Sense: Trajectories of Preservice Teachers' Learning in a Clinical Simulation for Culturally Responsive Teaching

• In Event: 58.048 - Reimagining Teacher Education Programs for Equity and Social Justice

Abstract

I present a comparative-case analysis of three preservice teachers’ learning trajectories in a live-actor, clinical simulation that focused on the role of implicit racial bias in subjective disciplinary referrals. To follow their development, I trace how each of the three teachers (re)framed the problem over the course of the simulation cycle, from prior to the encounter until the end of the semester. I ask, How do preservice teachers make sense of clinical simulations over time? From my analysis, I find that varied learning trajectories point to the importance of different aspects of the clinical simulation pedagogy in overcoming common challenges in preparing teachers for culturally responsive teaching and in order to support teachers’ growth.

Author

• Elizabeth Anne Self, Vanderbilt University